If we look at the two key qualities of effective PLCs, we can place them on the axis of a graph and use this to measure or quantify all PLCs. This graph can be broken up into four quadrants or subgroups.
Each quadrant can be described as the combination of the two key qualities; low/low, low/high, high/low, and high/high. This can be summed up on the PLC Data/Discourse Matrix. Why would we want to describe a PLC in this manner? Simply for identification of where we ARE. This is essential to be able decide where we want to go.
All PLC work can be described with this model. No matter which quadrant your PLC operates in your students will improve. However, research has shown that PLCs that operate in the upper right quadrant of the matrix, with High Data Support and High Discourse, are PLCs that are high functioning and have students that improve at a greater rate than those in other quadrants. Simply put; in order to move our students to the upper levels of achievement in the shortest time and with the greatest amount of probability we must improve our PLCs.
Each quadrant can be described as the combination of the two key qualities; low/low, low/high, high/low, and high/high. This can be summed up on the PLC Data/Discourse Matrix. Why would we want to describe a PLC in this manner? Simply for identification of where we ARE. This is essential to be able decide where we want to go.
All PLC work can be described with this model. No matter which quadrant your PLC operates in your students will improve. However, research has shown that PLCs that operate in the upper right quadrant of the matrix, with High Data Support and High Discourse, are PLCs that are high functioning and have students that improve at a greater rate than those in other quadrants. Simply put; in order to move our students to the upper levels of achievement in the shortest time and with the greatest amount of probability we must improve our PLCs.